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(Under)Represented Latin@s in STEM: Increasing Participation Throughout Education and the Workplace presents a critical investigation into Latin@ underrepresentation in STEM throughout the education pipeline and workforce. (Under)Represented Latin@s in STEM highlights nationally relevant research related to the creation of opportunities for Latin@ students in STEM and the ways in which these opportunities increase Latin@ participation in STEM. Of particular interest across the chapters is the notion of building and sustaining a strong STEM identity within Latin@ students. As such, the authors present ideas through various lenses including teacher preparation and transformative teaching strategies, family and community involvement, and innovative programs for minority students. A broad range of STEM fields (including mathematics, robotics, and computer science), grade levels, and learning environments (including informal and formal, rural and urban) are represented throughout the chapters. Thus, (Under)Represented Latin@s in STEM presents research-based practices that increase Latin@ participation in STEM as a single collection for educators, administrators, and policymakers. In addition to learning about the great efforts that scholars are doing in broadening diversity in STEM, readers will be able to take away ideas for designing and implementing similar educational programs and teaching strategies for their own students.
(Under)Represented Latin@s in STEM: Increasing Participation Throughout Education and the Workplace presents a critical investigation into Latin@ underrepresentation in STEM throughout the education pipeline and workforce. (Under)Represented Latin@s in STEM highlights nationally relevant research related to the creation of opportunities for Latin@ students in STEM and the ways in which these opportunities increase Latin@ participation in STEM. Of particular interest across the chapters is the notion of building and sustaining a strong STEM identity within Latin@ students. As such, the authors present ideas through various lenses including teacher preparation and transformative teaching strategies, family and community involvement, and innovative programs for minority students. A broad range of STEM fields (including mathematics, robotics, and computer science), grade levels, and learning environments (including informal and formal, rural and urban) are represented throughout the chapters. Thus, (Under)Represented Latin@s in STEM presents research-based practices that increase Latin@ participation in STEM as a single collection for educators, administrators, and policymakers. In addition to learning about the great efforts that scholars are doing in broadening diversity in STEM, readers will be able to take away ideas for designing and implementing similar educational programs and teaching strategies for their own students.
List of Figures and Tables – Belinda Bustos Flores: Foreword: Identity Formation as a Spiraling Process – Timothy T. Yuen/Emily P. Bonner/María G. Arreguín-Anderson: Preface – Acknowledgments – Felisha A. Herrera/Gabriela Kovats Sánchez/Melissa Navarro Martell/María-José Zeledón-Pérez: Latinx Students in STEM College Pathways: A Closer Look at Diverse Pathways through Hispanic Serving Institutions (HSIs) – Charles Lu/Sarah L. Rodriguez: Increasing the STEM Pipeline by Strengthening Latin@ Science Identity Development – Elsa Q. Villa/Elaine Hampton/Pei-Ling Hsu: Navigating Hurdles into and through Undergraduate Engineering and Computer Science Studies – Estanislado S. Barrera, IV/Angela Wall Webb: Making a Way for Latin@ ELLs to Engage in STEM: Transforming Teacher Preparation through a Simulated Language Learning Experience – Jorge L. Solís/Marco A. Bravo/Karmin San Martin/Eduardo Mosqueda: Preparing Bilingual Preservice Teachers to Support Latin@ Student Participation in Scientific Practices – Zayoni N. Torres/Aria Razfar: Transformative Practices Lending to Latin@s Participating in STEM in the EL Classroom – Cynthia Lima/Lorena Claeys/Pranav A. Bhounsule: Academy for Teacher Excellence: Promoting STEM Education and STEM Careers among Latinos through Service Learning – Beverley Argus-Calvo/Claudia Saldaña Corral/Olga M. Kosheleva: Math, Music, and Arts, a Community-Based Approach: Improving Outcomes for At-Risk Hispanic Students – Anne E. Campb ell/Michael S. Trevisan: Acceso la Ciencia: Expanding STEM Learning Repertoires in Rural Latino Communities through Informal Science Activities – Pei-Ling Hsu: Using Cogenerative Dialogues to Create a Constructivist Science Internship for Hispanic High School Students Living in Poverty – Don Davis/Gabriela Rivera: Behavioral Roots of Latin@ CS Engagement – Patricia Maria Buenrostro: Latin@ Students’ Perspectives on Learning Real-to-My-Life Mathematics – Rebecca Hite/Eva Midobuche/Alfredo H. Benavides/Jerry Dwyer: Third Space Theory: A Theoretical Model for Designing Informal STEM Experiences for Rural Latina Youth – Alberto Esquinca/Elsa Q. Villa: "You are leaders": Latino/a College Students Learning to Act and Talk Like Engineers – Contributors – Index.
Timothy T. Yuen is Associate Professor of Instructional Technology at the University of Texas at San Antonio. He received his PhD in curriculum and instruction with a specialization in instructional technology from the University of Texas at Austin.
Emily P. Bonner is Associate Professor of Curriculum and Instruction. She received her PhD in curriculum and instruction (mathematics education) from the University of Florida. She is the author of the book, Unearthing Culturally Responsive Mathematics Teaching: The Legacy of Gloria Jean Merriex.
María G. Arreguín-Anderson is Associate Professor of Early Childhood and Elementary Education. She received her EdD in bilingual education from the Texas A&M University-Kingsville. She is the current Vice President of the National Association for Bilingual Education and former President of the Texas Association for Bilingual Education.
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